This document discusses key topics in first language acquisition, including:
1. Theories of language acquisition such as behaviorism, innatism, and interactionism. Innatism posits an innate language acquisition device while interactionism emphasizes social interaction.
2. Developmental stages of language acquisition from babbling to two-word sentences to complex grammar. Milestones include understanding language before production.
3. Experiments like the "WUG test" that show children internalize rules like plural formation without being taught.
4. Theories of bilingual acquisition including additive bilingualism, which has cognitive benefits over subtractive bilingualism.
The document examines issues in defining competence versus performance and the
The innateness theory chomsky presentationJess Roebuck
This document discusses Noam Chomsky's innateness theory of language acquisition. The key points are:
1) According to Chomsky, language is an innate faculty and humans are born with a "universal grammar" consisting of linguistic rules.
2) Chomsky believes that exposure to language is enough for children to acquire it, as they can learn from minimal data due to their innate linguistic knowledge.
3) The theory proposes that children have a "language acquisition device" that allows them to acquire language effortlessly and quickly despite limited teaching.
Aptitude As In Individual Difference In Sla 2Dr. Cupid Lucid
The document discusses language aptitude, which refers to an individual's propensity for learning a second language. It describes key researchers in the field like John Carroll, who defined language aptitude and proposed it has four constituent abilities. Tests developed to measure aptitude include the Modern Language Aptitude Test (MLAT) and Pimsleur Language Aptitude Battery (PLAB), which assess abilities like sound discrimination and associating sounds with symbols. While intelligence relates to aptitude, researchers argue they are distinct factors in second language acquisition.
Field independence refers to the ability to perceive a relevant item in a distracting field, while field dependence refers to perceiving the total field as a unified whole rather than individual parts. Common compensatory strategies used by language learners include prefabricated patterns like memorized phrases without understanding components, code-switching between languages, and directly appealing for help when stuck for a word. Research on applying learning and communication strategies to classrooms has come to be known as communicative language teaching.
Children acquire language through natural interactions with familiar caregivers in everyday contexts. There are three main approaches to collecting and studying child language data: parental diaries, observational studies, and experimental studies. Parental diaries provide rich details but rely on a single observer. Observational studies directly audio record children's speech over time or compare groups. Experimental studies use controlled elicitation methods. Key milestones in early language development include babbling, first words around age 1, two-word combinations by age 2, and rapid growth of vocabulary and grammar thereafter as children pass through predictable stages of morphological and syntactic development.
The document presents a summary of the critical period hypothesis in second language acquisition. It discusses studies that support the hypothesis, such as ones finding a correlation between younger age of exposure to a second language and better grammatical abilities. However, other studies discussed found evidence against the critical period, such as adult learners achieving native-like proficiency. While some debate around the critical period persists, the presenter ultimately believes age is not the sole or most important factor, and that additional individual differences need further study.
Language, Language Acquisition, Language Learning, Second Language,Bilingualism, Child Language, Linguistics,Hypothesis, Noam Chomsky (Cognitive Generative Quantitative
Functional theories of grammar Phonology Morphology Morphophonology Syntax Lexis Semantics Pragmatics Graphemics Orthography Semiotics) (Anthropological Comparative Historical Etymology Graphetics Phonetics Sociolinguistics) (Computational Contrastive
Evolutionary Forensic Internet
Language acquisition
Second-language acquisition
Language assessment
Language development
Language education
Linguistic anthropology
Neurolinguistics Psycholinguistics)
(History of linguistics
Linguistic prescription
List of linguists
Unsolved linguistics problems)
Cognitive approaches to second
language learning
Yaseen Taha
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u Schools of thought
u cognitive approaches
u Behaviourism
u Learning strategies
u Processing approaches
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What are the Schools of thought?
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Schools of thought
Structural
linguistics and
behavioral
psychology
1900s, 1940s,
1950s
Generative
linguistics and
cognitive
psychology
1970s, 1980s
Constructivism
1980s, 1990s,
2000s
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What does cognitive theory mean?
u A theory of learning processes that focuses on how people
think, understand, and know. It does not specifies
precisely what is learned, what content will be easiest (or
most difficult) to learn, or what learners will select to
learn at different stages of development or levels of
mastery of a complex skill. It came about as a reaction to
behaviorism.
u A cognitive theory of learning sees second language
acquisition as a conscious and reasoned thinking process,
involving the deliberate use of learning strategies.
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Important cognitive theorists
u Allan Paivio, Robert Gagne, Howard Gardener, Benjamin Bloom.
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Behaviourism
u a highly influential academic school of psychology. It assumes
that a learner is essentially passive, responding to environment
stimuli. Believes that a learner starts out with a clean slate, and
behavior is shaped by positive and negative reinforcement.
Reinforcement, positive or negative increases the possibility of an
event happening again. Punishment, both positive and negative,
decreases the possibility of an event happening again.
u It implies that the learner responds to environmental stimuli
without his/her mental state being factor in the learners' behavior.
Individual learns to behave through conditioning.
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Comparison between BEHAVIORIST theory and COGNITIVIST
theory
u Behaviorism is a learning theory
u As a formation of habit,
conditioning
u Practice is necessary, constant
repetition
u Learner is passive
u Behaviorists: teach, plan, present
language item, make Students
repeat
u Errors are forbidden
u Ignored thought and emotions
u Cognitivism is a learning theory, based
on how people think not a theory that
specifies precisely what is learned what
content will be easiest to learn, or what
learners will select to
learn at different stages of development
u Learning results from internal activity
(mental processes)
u Practice is necessary, but rote learning
and meaningless repetition is out.
u Learners process, store, and retrieve
information
u Cognitivists: creates opportunities for
learni
This document discusses Noam Chomsky's theory of Universal Grammar. It explains that Chomsky believes all human languages have an underlying common system, and that humans are born with an innate, universal set of principles that provide the building blocks to acquire any language. According to Chomsky, much of a person's unconscious knowledge of grammar is hardwired through Universal Grammar, rather than needing to be learned. The document provides background on Chomsky and his career, and discusses some implications and strengths and weaknesses of the Universal Grammar theory.
This document discusses factors that influence language learning, with a focus on age as a factor in second language acquisition. It outlines the critical period hypothesis which suggests there is an optimal time period for acquiring language. While research has found both supporting and contradictory evidence, most agree learners who begin acquiring a second language before puberty can develop near-native competence, while those starting post-puberty are less likely to reach that level. The document also discusses theories around brain plasticity, benefits of early learning, and debates around whether there are ceilings on second language attainment.
The document discusses cognitive factors that influence success in second language learning. It identifies three key cognitive factors: intelligence, language aptitude, and language learning strategies. Intelligence refers to mental abilities measured by IQ tests, and may play a stronger role in rule-based language learning than communicative learning. Language aptitude comprises an individual's ability to identify sounds, understand word functions, deduce rules, and memorize words - it is one of the strongest indicators of success. Effective language learners employ helpful strategies like planning, monitoring, and rehearsal. Teachers can support students' development by understanding these cognitive factors and tailoring their instruction accordingly.
This document provides an overview of theories and research on first language acquisition. It discusses the stages of acquisition from cooing and babbling to the one-word, two-word, and telegraphic speech stages. The document also examines the development of morphology, syntax, and semantics in a child's first language. Several theories on language acquisition are presented, including behaviorism, innatism, cognitive/developmental approaches, and sociocultural perspectives. The document concludes by advising the reader to consider multiple theories when seeking to understand language development.
This document discusses key concepts in second language acquisition, including the distinction between learning and acquisition, affective factors that can impact adult L2 learning, methods and approaches to teaching languages, and components of communicative competence. It addresses differences between acquiring an L1 and learning an L2, barriers to L2 acquisition for adults, and theories like the critical period hypothesis. Input/output processing and the role of practice producing the L2 are covered. The concept of an interlanguage is introduced, as well as positive/negative transfer from the L1.
Contrastive analysis is the systematic study of two languages to identify their structural differences and similarities. It was originally used to establish language families but was later applied to second language acquisition in the 1960s. The contrastive analysis hypothesis claimed that elements similar between a learner's first and second language would be easier to acquire, while differences would be more difficult. However, empirical evidence showed this could not predict all errors, and some uniform errors occurred regardless of first language. This led to the development of error analysis and the concept of interlanguage, seeing second language acquisition as its own rule-governed linguistic system rather than an imperfect version of the target language.
Stages of Acquisition of first LanguageJoel Acosta
The document discusses language acquisition in children from birth through age 10. It describes the prelinguistic, one-word, two-word, telegraphic, and later language development stages. Key points covered include the difference between learning and acquisition, the roles of nature and nurture, and how children gradually develop more advanced grammar and vocabulary over time through social interaction.
Innateness theory of language acquisitionFarooq Niazi
This document discusses different theories of language acquisition. It begins with defining language acquisition as the process of learning to perceive, comprehend, produce and use words and sentences to communicate. It then provides a brief historical background of the topic before discussing four main theories - behaviorist theory, innateness theory, cognitive theory, and social interactionist theory. For each theory, it provides key points, such as for the behaviorist theory it discusses B.F. Skinner's view of language learning as habit formation through reinforcement, and for the innateness theory it discusses Chomsky's view that children have an innate language acquisition device that allows them to learn language according to principles of universal grammar.
The document discusses four main theories of language acquisition:
1) Imitation theory proposes that language is learned through imitation, repetition, and reinforcement of utterances.
2) Nativist or innateness theory argues that humans are born with an innate language acquisition device that allows them to learn language quickly based on innate linguistic principles and parameters.
3) Cognition theory views language acquisition through a cognitive-psychological lens, focusing on mental processes like reasoning.
4) Motherese or input theory emphasizes the role of maternal input and interactions in aiding language development.
Second language acquisition 120501105117-phpapp02 (1)Iqra Randhawa
This document discusses several theories of second language acquisition:
1. Universal Grammar theory proposes that humans are born with an innate language faculty.
2. Krashen's Monitor Theory distinguishes between language acquisition and learning, proposing acquisition occurs subconsciously similar to first language acquisition.
3. The Interaction Hypothesis integrates the Input and Output Hypotheses, stating that interaction provides opportunities for both language input and output practice.
This document discusses theories of first and second language acquisition. It outlines the typical stages of acquiring a first language, from babbling to using multi-word sentences. It also describes Krashen's theory that there is a distinction between acquiring a language naturally through use and learning a language through formal instruction. The stages of second language acquisition are also outlined, from initial silent periods to advanced fluency. Challenges to achieving fluency in a second language are discussed, such as interference from the first language and fossilization of errors.
This document discusses Noam Chomsky's theory of Universal Grammar and its implications for first and second language acquisition. Some key points:
- Chomsky proposed that all humans are born with an innate, universal grammar that explains underlying linguistic knowledge. This helps explain why language acquisition follows similar developmental patterns across languages.
- Universal Grammar consists of principles that are universal across languages and parameters that can vary between languages. Learners need only set parameter values based on the language input.
- Evidence from first language acquisition supports the idea that children arrive at complex grammatical rules too quickly to learn from input alone, suggesting an innate linguistic system.
- Universal Grammar can account for both first and second language acquisition, as second language
Language attrition can be defined as the reduction, weakening or loss of a first, second, third, or more language in an individual or community. Research focuses on attrition in individuals, though definitions also include attrition within communities leading to language death. There are interesting parallels between individual and community language attrition from various perspectives. This entry focuses on attrition in individuals.
Physiological prerequisites of sound productionVic Cedres
Children acquire language through a complex process involving both nature and nurture. They progress through distinct stages of phonological, lexical, and grammatical development from babbling to first words to combining words. Early errors reveal rule-governed learning as children segment words into syllables and master their native language's phonemes and phonological processes. Social interaction provides crucial input, though children can acquire language without full exposure through innate language learning capacities.
The document discusses theories of first language acquisition. It describes:
- Children progress through predictable stages of language development in their first years, starting from babbling and cooing to first words and two-word sentences.
- Grammatical morphemes like plurals and verb tenses are acquired in a consistent order cross-linguistically. Children also show understanding of grammar through tests like the "wug test."
- Questions, negation, and word order in questions each have developmental stages as children's language skills increase in complexity.
- Behaviorist theories of language learning, including classical conditioning and operant conditioning, viewed language as learned through stimulus-response associations and reinforcement.
Children acquire language naturally in the first five years through exposure to their native language environment. Studies of language acquisition aim to understand and explain how children learn grammar, vocabulary, and pronunciation by forming hypotheses, testing them through experiments and observations on children's natural utterances, and refining the hypotheses. Caregivers play an important role by using simple language focused on the child's immediate environment when interacting with young children, which helps the children learn without explicit correction of errors. Theories of language acquisition have attempted to explain this process, but both behaviorist and constructivist theories have limitations and the exact mechanisms are still under investigation.
Children are not simply imitating or memorizing the language they hear, as behaviorists theorized. Evidence shows that children make systematic errors that cannot be heard in adult speech, can understand and produce novel sentences, and are not consistently corrected by parents. Chomsky proposed the theory of Universal Grammar to explain language acquisition - that children are born with an innate, biological language acquisition device containing universal grammatical categories and rules. This innate knowledge allows children to easily learn the grammar of any human language when exposed to it.
First Language Acquisition Schedule of ChildrenBibi Halima
1. First Language Acquisition
2. The Acquisition schedule of Child’s language
3. Post-telegraphic Stage
4. Patterns in development; Developmental sequences in First Language acquisition
The document discusses theories of language acquisition in children. It describes how children learn the major aspects of language like grammar, vocabulary and pronunciation in their first five years without formal education by being exposed to a language-rich environment. Two main theories discussed are the behaviorist theory, which claims that children learn through imitation and reinforcement, and the creative construction theory, which argues that children have an innate ability to acquire language and create new utterances. While both theories try to explain the process of language acquisition, each has weaknesses and the exact process is still being studied by linguists and researchers.
Chapter 1 Language Learning in Early ChildhoodVin Simon
This chapter discusses language learning in early childhood. It covers topics such as first language acquisition milestones in the first three years including negation and question formation. It also discusses language development in pre-school and school-aged children. The chapter examines theoretical perspectives on first language acquisition such as behaviorist, innatist and interactionist views. It further discusses language disorders and delays in children as well as childhood bilingualism.
Chapter 1 language learning in early childhoodTshen Tashi
The document summarizes key aspects of first language acquisition in children, including developmental milestones from crying and babbling to producing one-word and multi-word utterances. It also discusses children's acquisition of grammatical morphemes and question formation. Additionally, it examines various theories that aim to explain language learning, such as behaviorist, innatist, and interactionist perspectives, and discusses factors like the importance of interaction and the critical period hypothesis.
Newborns' cry melody is shaped by their native language. Researchers analyzed the cries of 30 French and 30 German newborns. They found that French newborns preferentially produced cries with a rising melody contour, while German newborns produced cries with a falling contour. These melodic tendencies in newborn cries match the typical intonation patterns of the infants' native languages of French and German. The study suggests that human infants are able to memorize and reproduce prosodic characteristics of the language they were exposed to prenatally, demonstrating early vocal learning abilities in newborns.
Children learn language in stages, first using single words then two-word phrases and eventually short sentences. They learn by breaking down the language into simple parts and patterns. Language development is innate but requires exposure to language from a young age. Children experiment with grammar rules, often making errors that reflect their current understanding rather than fully formed sentences. Over time, they gradually refine their language skills through interaction with parents and peers.
Language development begins early in life through acquiring language from those speaking around infants. Children's language moves from simple to complex, starting without words but developing the ability to discriminate speech sounds by age 4 months. By their second birthday, toddlers use structures like action+agent and action+object, and they begin to interpret the subject+verb+object structure of English. Preschoolers actively analyze language, formulating rules and hypotheses to continue learning more complex structures and vocabulary.
First, children progress through several stages of language acquisition from babbling to producing simple words and phrases to complex sentences. Second, they develop the ability to comprehend language before they can produce it, understanding more words than they can say. Third, children learn to use language in increasingly sophisticated ways over time, progressing from single words to questions and negation as they interact with their environment.
Stages in 1st language - Wissam Ali Askarwissam999
Children progress through several stages in acquiring their first language. They develop receptive language skills like comprehending speech before expressive skills like speaking. Babbling emerges around 3 months and transitions to first words by 12 months in the one-word stage. Between 12-18 months, children use single words and by 2 years begin combining words into simple sentences in the two-word stage. From 2-3 years, the telegraphic stage is characterized by longer but grammatically simplified utterances. Cognitive development facilitates language acquisition as children's understanding of concepts like objects and time influence their linguistic development.
This document provides an overview of language development in children from birth through early childhood. It discusses several key points:
1. Infants begin making sounds like cooing and babbling in their first year but do not speak actual words. Around their first birthday, infants say their first words which are usually names for people or objects.
2. The four main elements of language are phonology, semantics, grammar, and pragmatics. Children must learn the sounds, meanings, rules, and social uses of language.
3. Infant-directed speech from parents uses exaggerated tones and slower pacing to help infants learn the sounds of their native language. By around 18 months, children experience a vocabulary sp
The document discusses theories of how children acquire language. It covers:
1) The role of teachers in creating opportunities for children to learn language through scaffolding and focusing on learning over teaching.
2) The Critical Period Hypothesis which argues that there is an ideal window for acquiring full language competence in early childhood with adequate stimuli.
3) Stages of language development in early childhood including telegraphic speech leaving out words and acquisition of grammatical morphemes following a developmental sequence.
The document discusses language development in early childhood from behavioral, innate, and interactionist perspectives. Regarding behaviorism, it explains that children learn language through imitation, practice, reinforcement, and habit formation. However, children also use language creatively by generalizing patterns and combining elements in novel ways, which cannot be fully explained by behaviorism alone. An interactionist view is that both internal cognitive processes and external social influences shape language acquisition.
This document discusses language development in early childhood. It defines key terms like first language (L1), second language (L2), foreign language (FL), and target language (TL). It then covers typical patterns and sequences in L1 development, including acquisition of grammatical morphemes, negation, and questions. Theoretical approaches to L1 acquisition like behaviorism and innatism are also introduced.
This document discusses theories of how children acquire language. It describes how children are able to learn the complex rules of grammar from the language they hear even though adults are not consciously teaching them. Early theories proposed that children learned language through behaviorist mechanisms like imitation and reinforcement, but evidence shows children are creative learners who construct their own grammars. The document then outlines some of the key stages of language acquisition from babbling to first words to acquiring syntax and morphology. It proposes the innateness hypothesis that children are born with the innate ability to acquire language due to built-in linguistic parameters.
This document discusses bilingualism in preschool children and strategies for teachers. It defines different types of bilingualism like simultaneous and successive. It also outlines stages of second language acquisition such as the observational period and telegraphic speech. The document recommends practices for teachers at each stage, including expanding on children's language. It emphasizes the importance of early literacy experiences in both the home language and English to support children's development in both languages.
This document discusses key aspects of research paper structure and methodology, including:
1. Typical sections of a research paper such as the introduction, literature review, methodology, results, and discussion.
2. Key concepts in research methodology like hypotheses, variables, validity, reliability, sampling, and research design types.
3. Details on specific methodological aspects like the differences between null and research hypotheses, types of variables, threats to validity, and sampling methods.
This document provides an overview of psycholinguistics. It defines psycholinguistics as the study of language as it relates to the human mind. The document discusses different definitions of psycholinguistics from various scholars and how they view the relationship between language and the mind. It also reviews the historical perspectives on psycholinguistics, including early behaviorist and innateness theories as well as more modern usage-based, optimality, and native language magnet models.
The document summarizes several theories and hypotheses in psycholinguistics:
1) Behaviourist theory views language learning as habit formation through reinforcement. Innateness theory proposes an innate language acquisition device. Cognitive theory sees language emerging from general cognitive development in stages.
2) Social interactionist theory emphasizes the role of environment and social interaction in language learning. Usage-based theory suggests that structure emerges from language use and experience. Optimality theory models how constraints shape linguistic forms.
3) Other topics discussed include the critical period hypothesis, Krashen's monitor and comprehensible input models, the interaction, comprehensible output, and noticing hypotheses.
This document summarizes different methods for collecting data in second language research. It discusses pilot testing to refine materials and methods. It then describes various data collection measures like acceptability judgments, elicited imitation, magnitude estimation, and sentence interpretation tasks. It also covers processing research methods like reaction times, moving window techniques, and eye tracking. Finally, it discusses interaction-based research, strategy research, and sociolinguistic/pragmatics-based research methods.
This document discusses ethical issues related to obtaining informed consent from human subjects, particularly second language learners, for research studies. It outlines key aspects of informed consent, including providing sufficient information about the study procedures, risks, and benefits. While full disclosure is ideal, withholding some information may be acceptable if it does not pose risks and all subjects will be debriefed. Researchers must ensure subjects understand the consent information, which should be conveyed clearly based on their abilities and backgrounds. Participation must also be voluntary without coercion.
To know different types of research methods
To identify different parts of a research report
To Identifying research questions
To know Web-based searches
The document discusses the benefits of exercise for both physical and mental health. Regular exercise can improve cardiovascular health, reduce symptoms of depression and anxiety, enhance mood, and boost brain health. Staying physically active for at least 30 minutes each day is recommended for significant health improvements.
This document outlines the aims and tasks for a teaching speaking lesson. It includes defining terminology related to speaking, identifying speaking subskills and strategies, matching descriptions to example speaking activities, determining whether activities are useful for speaking lessons, and ordering the typical steps for a speaking lesson. Learners are asked to choose a speaking activity to plan and teach to their classmates. The overall goals are to familiarize learners with concepts and techniques for teaching speaking skills.
This document provides information about listening skills and planning a listening lesson. It begins with the aims of understanding listening subskills, knowing classroom activities, and planning a lesson in three steps. It then provides tasks to match subskills with definitions, activities, and steps in a lesson. Examples of pre-listening, while-listening, and post-listening tasks are given. The document aims to help teach listening skills in the classroom.
This document discusses different types of sentences and clauses in syntax, including noun phrases, prepositional phrases, complementizer phrases, wh-questions, yes/no questions, and embedded clauses. It provides syntactic tree diagrams to illustrate the structure of sample sentences like "The father in the library", "On the desk", and "I want him to clean the board".
Teaching and learning involve complex processes. The document discusses several theories that have influenced views of language acquisition, including behaviorism, cognitive theory, Gestalt psychology, the Monitor Model, and Information Processing Model. It also outlines key aspects of each theory, such as the role of reinforcement, imitation, internal mental processes, holistic perception, and the differences between acquisition and learning.
The document discusses the need to change approaches to teaching and assessment. Traditionally, lesson planning focused on what the teacher does, but it is better to focus on what students do. Teaching methods also need to change according to new theories of learning and communicative language teaching approaches. Assessment should be an ongoing process to ensure course objectives are met, not just testing, and could involve authentic methods like portfolios and self-assessment rather than just discrete test items.
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Front Desk Management in the Odoo 17 ERPCeline George
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Views in Odoo - Advanced Views - Pivot View in Odoo 17Celine George
In Odoo, the pivot view is a graphical representation of data that allows users to analyze and summarize large datasets quickly. It's a powerful tool for generating insights from your business data.
The pivot view in Odoo is a valuable tool for analyzing and summarizing large datasets, helping you gain insights into your business operations.
No, it's not a robot: prompt writing for investigative journalismPaul Bradshaw
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A talk from the Centre for Investigative Journalism Summer School, July 2024
Delegation Inheritance in Odoo 17 and Its Use CasesCeline George
There are 3 types of inheritance in odoo Classical, Extension, and Delegation. Delegation inheritance is used to sink other models to our custom model. And there is no change in the views. This slide will discuss delegation inheritance and its use cases in odoo 17.
Slide Presentation from a Doctoral Virtual Open House presented on June 30, 2024 by staff and faculty of Capitol Technology University
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Satta Matka Dpboss Kalyan Matka Results Kalyan ChartMohit Tripathi
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Credit limit improvement system in odoo 17Celine George
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How to Store Data on the Odoo 17 WebsiteCeline George
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2. To know differences between Learning and Acquisition
To know the role of Electronic Devices in language
acquisition (LA)
To know the first three years of LA
To know developmental sequence in LA
To know “WUG Test”
To know theories of first language acquisition:
Behaviorism, Innatism, Interactionist
To know Zone of proximal development (ZPD)
Bilingualism and Additive & Subtractive Bilingualism
To know Connectionism
4. First language acquisition is the process
by which humans acquire the capacity
to perceive and comprehend language,
as well as to produce and use words
and sentences to communicate.
5. Children go through a number of
different stages as language acquirers,
from the earliest stage of producing
cooing sounds (repetition) until being
able to produce complex, multi-word
sentences.
6. Is it adequate for babies to hear
language sounds from electronic
devices in order to acquire the
language?
In order to be able to
distinguish between the sounds
and acquire a language, they
need to interact with human
speaker (Conboy & Kuhl 2001)
8. Babbling Stage: typically lasts from
the age of three to nine months, when
children begin to develop their
articulatory movements needed to
produce the speech sounds of their
native language.
9. Holophrasis is the prelinguistic use of a
single word to express a complex idea.
Around the age of 10 to 13 months, children will
begin to produce their first real words.
It is important to realize that they are able to
understand more than what they are capable to
produce. Infants begin to comprehend language
about twice as fast as they are able to produce it.
10. Two words: It begins around the age of 18
months, when children begin to use two word sentences.
These sentences usually consist of just nouns and verbs,
such as "Where daddy?" and "Puppy big!"
Note: in this stage since
utterances are so reduced,
context & situation are
determinant for understanding
the message.
11. As children age, they continue to learn more new words
every day. By the time they enter school around the age
of five, children typically have a vocabulary of 10,000
words or more
Around the age of two, children begin
to produce short, multi-word sentences
that have a subject and predicate.
12. child who had mastered the
grammatical morphemes at the
bottom of the list had also
mastered those at the top, but the
reverse was not true.
Thus, there was evidence for a
“developmental sequence” or
order of acquisition. (Brown)
Researchers found that grammatical
morphemes were acquired by
children in a similar sequence.
13. WUG Test
Jean Berko Gleason is the mother of the “wug test"
The test demonstrated that children as young as three or
four can internalize complex grammatical codes no one
has necessarily ever tried to teach them — like forming
plurals — and apply these rules broadly, even to made-
up words
16. WUG Test
Jean Berko Gleason is the mother of the “wug test"
The test demonstrated that children as young as three or
four can internalize complex grammatical codes no one has
necessarily ever tried to teach them — like forming plurals
— and apply these rules broadly, even to made-up words
By completing these sentences , children demonstrate that
they know the patterns for plural and simple past in
English. By generalizing these patterns to words they have
never heard before, they show that their language is more
than just a list of memorized word.
17. they can express them in sentences, using
the appropriate words and word order.
The following stages in the development
of negation have been observed in the
acquisition of English.
Even though children understand the functions
of negation and express them with single words
and gestures, it takes some time before
18. Negation is usually expressed
by the word ‘no’, either all
alone or as the first word in
the utterance.
No. No cookie. No comb hair.
The negative word appears just
before the verb. Sentences
expressing rejection or
prohibition often use don’t.
Daddy no comb hair. Don’t touch that!
19. Children may add forms of
negative other than ‘no’
including words like can’t and
don’t. However, children do
not yet vary these forms for
different persons or tenses.
I can’t do it. He don’t want it.
Children begin to attach the
negative element to the correct
form of auxiliary verbs such as
‘do’ and ‘be’:
You didn’t have supper.
She doesn’t want it.
They may still have difficulty
with some other features related
to negatives.
I don’t have no more candies.
20. There is a predictable order in which the wh-
words emerge. “What” is generally the first wh-
question to be used. Then they use “Where”
and “Who”, after that around the end of the
second year “Why” emerges, and finally
“When” and “How”.
21. Children use single words or
simple two- or three-word
sentences with rising
intonation.
Cookie? Mummy, book?
Children begin to use
declarative sentence with
'yes/no' questions, with rising
intonation.
You like this? I have some?
22. Gradually, children notice that the
structure of questions is different
and begin to produce questions
such as:
Can I go? Are you happy?
Children begin to use subject-
auxiliary inversion and can even
add 'do'.
Do dogs like ice-cream?
However, children tend to
generalize that all questions are
formed by putting a verb at the
beginning of a sentence.
Is the teddy is tired?
Do I can have a cookie?
Why you don’t have one?
Why you watched it?
23. Children eventually combine
inversion in yes/no question and
wh-questions.
Are these your boots?
Why did you do that?
Does daddy have a car?
Finally, wh- words appear in
subordinate clauses or
embedded questions.
Do you know where the ball is?
Why the teddy bear can’t go outside?
Negative question may still be
a bit too difficult.
24. By the age of four, most
children can ask questions,
give commands, report real
events, create an imaginary
story, use correct word and
grammar.
They have acquired the
basic structure of the
language that they have
heard.
25. Also they begin to
develop metalinguistic
awareness, the ability to
treat language as an
object separate from the
meaning it conveys.
26. Writing is one aspect of
language is growing at
school.
Language register is another
development.
Learning to read gives a major boot to metalinguistic
awareness.
Vocabulary grows at a rate of between several hundred
and more than a thousand words a year.
27. 1) Behaviorism: Say what I say
2) Innatism: It’s all in your mind
3) Interactionist/Developmental perspectives:
28. 1. The Behaviorist Perspective
1940s, US
Best-known its proponent: B. F. Skinner
Learning is by imitation & practice
The children receive “positive reinforcement” like
praise or just successful communication
Quality, quantity, consistency of the
reinforcement, and environment would shape the
child’s language behavior.
29. Language learning is the result of:
imitation (word-for-word repetition),
practice (repetitive manipulation of form),
feedback on success (positive
reinforcement)
habit formation.
30. The quality and
quantity of the
language that the child
hears
as well as the
consistency of the
reinforcement offered
by others in the
environment
would shape the
child’s language
behaviour.
31. Thus, Children learn language step by step
Imitation
Repetition
Memorization
Controlled drilling
Reinforcement
Reinforcement can either be positive or negative
32. Limitations in the Behaviorist Perspective
The children are using language creatively, for
example:
Overgeneralizing patterns in language
Focus on meaning rather than form and structure
Questions formation in different situation
Mentioning the events in the order of their
occurrences
These limitation led researchers to look for different
explanations for language acquisition.
34. Chomsky (1959)
argues that behaviorism
cannot provide
sufficient explanations
for children’s language
acquisition for the
following reasons:
35. Children come to know more about
the structure of their language than
they could be expected to learn on the
basis of the samples of language they
hear.
36. The language children are exposed to
includes false starts, incomplete sentences
and slips of the tongue, and yet they learn to
distinguish between grammatical and
ungrammatical sentences.
Children are by no means systematically
corrected or instructed on language by
parents.
38. It contains all and only the
principles and parameters which are
universal to all human languages
(i.e.. Universal Grammar – UG).
39. children need
access only to
samples of a
natural
language
which serve
as a trigger to
activate the
device.
Once the
LAD is
activated
They discover
the structure
of the
language to
be learned
By matching the
innate
knowledge of
basic
grammatical
principles (UG)
to the structures
of the particular
language in the
environment.
40. • Children’s acquisition of grammatical rules is
guided by principles of an innate UG which
could apply to all languages.
• Children “know” certain things of the language
just by being exposed to a limited number of
samples.
41. Virtually all children successfully learn their
native language at a time in life when they
would not be expected to learn anything else so
complicated (i.e. biologically programmed).
Language is separate from other aspects of
cognitive developments (e.g., creativity and
social grace) and may be located in a different
“module" of the brain.
42. The language children are exposed to does not
contain examples of all the linguistic rules and
patterns.
Animals cannot learn to manipulate a symbol
system as complicated as the natural language of a
3- or 4-year-old child.
Children acquire grammatical rules without getting
explicit instruction.
43. The Innatist perspective is often linked to
The Critical Period Hypothesis (CPH) (Lenneberg)
There is a specific and limited time period (i.e.,
“critical period”) for the LAD to work
successfully.
The lateralization of brain function refers to how
some neural functions, or cognitive processes tend
to be more dominant in one hemisphere than the
other. The medial longitudinal fissure separates
the human brain into two distinct cerebral
hemispheres, connected by the corpus callosum.
47. Too much emphasis on the “final state”
(the competence of adult native speakers )
but not enough on the developmental
aspects of language acquisition.
48. Language was ONE manifestation of the
cognitive and affective ability to deal with the
world
Innatist dealt with FORMS of the language,
not with the FUNCTIONAL levels of
meaning constructed from SOCIAL
INTERACTION
49. Language acquisition is an example of
children’s ability to learn from experience.
What children need to know is essentially
available in the language they are exposed
to.
54. • A level that a child is able to do when there is
support from interaction with a more advanced
interlocutor.
• A supportive interactive environment enables
children to advance to a higher level of
knowledge and performance than s/he would
be able to do independently. (Vygotsky)
55. Wood, Bruner and Ross (1976) – adults particularly parents,
support children's cognitive development through everyday play
interactions.
Scaffolding is a temporary support structure around that child’s
attempts to understand new ideas and complete new tasks.
The purpose of the support is to allow the child to achieve higher
levels of development by:
1. simplifying the task or idea
2. motivating and encouraging the child
Highlighting important task elements or errors
Giving models that can be imitated.
56. There is no direct pressure to learn
There is no time limit for learning.
There is no way of escaping into a different
language (no vacations).
The language is not sequenced by grammar
or vocabulary (no textbook).
57. There is lots of repetition
Both the language and the world are new.
All the language is spoken in the context of
the surrounding world.
The language is all around.
58. The child has many opportunities for using
the language to communicate to those
around him.
Much of the language is simplified to the
level of understanding of the child.
59. The interaction between a language-learning
child and a speaker who responds in some way
to the child is important.
Exposure to impersonal sources of language
such as television or radio alone are not
sufficient for children to learn the structure of
a particular language.
60. One-on-one interaction gives children access
to language that is adjusted to their level of
comprehension. Once children have acquired
some language, however, television can be a
source of language and cultural information.
61. Research show that language acquisition is
usage-based
The children have this opportunities to make
connection between the language they heard
and what they experience in their
environment.
62. Though both innatism and connectionism look
at the cognitive aspect of language acquisition,
yet they differ in the following:
Connectionists hypothesize that language
acquisition does not require a separate
“module of the mind” but can be explained in
terms of learning in general.
63. Connectionists argue that what children need to know is
essentially available in the language they are exposed to.
They attribute greater importance to the role of the
environment than to any innate knowledge in the learner.
Language acquisition is not just a process of associating
words with elements of external reality. It is also a process
of associating words and phrases with the other words and
phrases that occur with them, or words with grammatical
morphemes that occur with them
64. Children who learn more than one language from earliest
childhood are referred to as “simultaneous bilingual”.
Children who learn more than one language later is called
“sequential bilingual”
There is no evidence that learning two languages
substantially slow down their linguistic development or
interferes with cognitive development
65. One aspect of bilingual language use is
referred to as “code switching”, the use of
words or phrases from more than one
language within a conversation.
Manu children attain high level of proficiency in both
languages, but when they have the opportunity to use
them and interact with others.
66. As you acquire your second language, you
continue to develop cognitively in your first
language. You develop age-appropriate
proficiency in both L1 and L2.
The result: Positive cognitive effects.
Proficient bilinguals outscore monolinguals on
school tests.
67. As you acquire your second language, you
gradually lose your first language.
The result: Negative cognitive effects.
Subtractive bilinguals do less well in school as
cognitive complexity increases in the school
curriculum.
69. Competence refers to
one’s underlying of a
system, event, or fact; non
observable ability to do
something.
Performance is the overtly
observable and concrete
manifestation or
realization of competence.
It is the actual doing of
something.
Competence and
performance
70. They both can be aspects of
performance and competence. It is
thought that comprehension (listening
and reading) can be associated with
competence, while production
(speaking, writing) are associated with
performance.
Comprehension
and production
71. Nature or nurture
Nativists contend that a child
is born with an innate
knowledge of a language, and
that this innate property is
universal.
However, it hasn’t been
proven that there are
“language genes” in our
genetic information.
Environmental factors cannot
be ignored.
72. Language and thought
The issue at stake is to determine
how thought affects language,
how language affects thought,
and how linguists can best
describe and explain the
interaction of the two.
There have been some positions
on this such as that of Piaget,
who claimed that cognitive
development is at the center of
human organisms and that
language depends on cognitive
development.
73. Imitation
Research has shown that
echoing is a particularly
salient strategy in early
language learning and an
important aspect of early
phonological acquisition.
Children imitate the
surface structure of the
language.
74. Practice
Children like to play
with language.
Practicing a language
involves speaking and
comprehension
practice.
75. Input
The speech that young
children hear is primarily
the speech heard in home.
Also, children acquire the
language from
overhearing the
conversations of others,
from listening to the radio,
watching TV or work with
some objects.
76. Discourse
The child will learn how
to initiate a conversation
and give responses.
The child will identify
whether he is being
requested for information,
for an action, or for help.